Working with London teachers on a participatory action research project : 'Teaching mathematics for social justice - translating theories into practice'

This research project involved teachers in developing an alternative vision of mathematics education which recognises how teaching the subject is inseparable from addressing issues of social justice. It is based on a critical perspective which maintains that research should not accept the status quo as a given, and should aim to bring about positive social change. It focused on the following research question: How can a commitment towards ‘education for social justice’ amongst mathematics teachers be translated into pedagogy and classroom practices which promote such aims?